11

21st Century
Literature from
the Philippines
and the World
Quarter 1 – Module 5:
Evaluating the Adaptation
of a Literary Text Using
Self- and Peer-assessment Based on
Rationalized Criteria
21st Century Literature from the Philippines and the World – Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 5: Evaluating the Adaptation of a Literary Text Using Self and Peer-
assessment Based on Rationalized Criteria
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Gemmalyn T. Tayoto
Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Reggie D. Galindez, Carolyn Naomi M. Papas
Layout Artist: John Arvin B. Genosa
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
 11
21st Century
Literature from
the Philippines
and the World
Quarter 1 – Module 5:
Evaluating the Adaptation of a Literary
Text Using Self- and Peer-assessment
Based on Rationalized Criteria
Introductory Message
For the facilitator:

Welcome to the 21st Century Literature from the Philippines and the World Grade 11
Self-Learning Module (SLM) on Evaluating the Adaptation of a Literary Text Using
Self – and Peer- assessment Based on Rationalized Criteria.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

2
For the learner:

Welcome to the 21st Century Literature from the Philippines and the World- Grade
11 Self-Learning Module (SLM) on Evaluating the Adaptation of a Literary Text
Using Self – and Peer- assessment Based on Rationalized Criteria.!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

Congratulations for coming this far! You are now heading towards the last
topic of the first quarter.

Literature expresses human thoughts, feelings, sensations, and imaginations.

It recreates situations, relates experiences and records events and history.

As you go through this module, you will be given the time to express your own
perceptions, feelings, creativity and judgement by making an adaptation of a literary
text using multimedia and ICT skills. You will also learn how to evaluate and assess
these literary adaptations.

In this module, you will be able to do self- and/or peer-assessment of the

creative adaptation of a literary text, based on rationalized criteria, prior to
presentation.

Specifically, you are expected to:

1. interpret a poem through music video;

2. plan and produce an adaptation of a poem using multimedia and ICT skills;
and,
3. critique the adaptation of a poem using self- and peer-assessment based on
rationalized criteria.

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 What I Know

We are at the last competency of this subject. To measure your knowledge of

the next topic, try to analyze and answer the questions below.

A. Direction: Choose the letter of the best answer and encircle it.

1. It is the adapting of a literary source (e.g. a novel, short story, poem) to

another genre or medium, such as a film, stage play, or video game.

a. literary text
b. peer-assessment
c. self-assessment
d. literary adaptation

2. It is a piece of written material, such as a book or a poem that has the purpose
of telling a story or entertaining, as in a fictional novel. Its primary function
as a text is usually aesthetic, but it may also contain political messages or
beliefs.

a. literary text
b. peer-assessment
c. self-assessment
d. literary adaptation

3. It is the assessment of students' work by other students of equal status.

Students often undertake peer assessment in conjunction with formal self-
assessment. They reflect on their own efforts and enrich this reflection by
exchanging feedback on their own and their peers' work.

a. literary text
b. peer-assessment
c. self-assessment
d. literary adaptation

4. It is a process where students are directed to assess their performance against

pre-determined standard criteria. It involves the students in goal setting and
more informal, dynamic self-regulation and self-reflection.

a. literary text
b. peer-assessment
c. self-assessment
d. literary adaptation

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5. What kind of assessment task is it when students reflect on their own
performance?

a. a quiz
b. a unit test
c. peer assessment
d. self-assessment

6. Who are the students assessing when they are engaged in peer assessment?

a. themselves
b. the teacher
c. the principal
d. other students

7. Which of the following is a form of student self-assessment

a. evaluating other’s work

b. critiquing own output
c. a conference with the teacher
d. a set of questions about the progress or performance of other students

B. Directions: Write the word TRUE if the given statement is true, and
FALSE if it is not.

__________8. Peer assessment helps students develop their critical thinking

skills.
__________9. Peer pressure and peer influence can create impact on the
result of a student’s grade.
_________10. Self-assessment encourages students to be more responsible for
their own learning.
_________11. Self-assessment does not make students become more aware of
their weaknesses and strengths.
_________12. Self-assessment is not reliable because students may not be
honest in evaluating their own performance.

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 Evaluating the Adaptation
Lesson
of a Literary Text Using Self-
5 and Peer-assessment Based
on Rationalized Criteria

What’s In

In your previous lesson, you were tasked to produce a creative representation

of a literary text, specifically, a poem, by applying ICT and multi-media skills. Did
you appreciate your output? What do you like about it? How would you rate your
own work from 1 to 10? Among your classmates’ work, if ever you have seen one or
some, whose work do you think is the best?

ACTIVITY 1. MY CHOICE, MY MUSIC

Directions: Do you love watching music videos? What are your favorite videos?
Choose one of your favorite music videos which shows issues and struggles
concerning young people like you. Watch the video, analyze it, and then answer the
following questions:

1. What is the title of the song?

_________________________________________________________

2. What is the theme of the music video?

_______________________________________________________________

3. Can you relate with the video or do you know someone who can relate with
it?
_______________________________________________________________

4. What can you say about the effects used in the video? How was the theme
presented?
________________________________________________________________

5. What do you like best about the video? Why?

________________________________________________________________

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 What’s New

Do you love poems? Maybe, you would say it is boring. Do you know that
songs are poems too, only that, it has tune and rhythm? Do you know that your
posts in FB or Twitter where you expressed your deep feelings can also be a poetry
given the right form and structure? What are the poems that you read?

Let us read the poem below, “A Painful Truth.” The author of this poem is a
grade eleven student from SPED Integrated School, General Santos City. He wrote it
as a partial requirement in their subject, 21st Century Literature from the Philippines
and the World.

ACTIVITY 2. PRICE TAG

Directions: After reading the poem, rate it in your own simple assessment using the
rubric given below. Put a check on the space before the indicator. Write
the score on the right column and indicate the total below.

Painful Truth
By: Cavenfiel John Von Bonite
Grade 11 Student

I
I think of dying almost every night
Why do I feel like this isn’t right?
I lay in darkness trying to see the light
I grab my pen and I start to write

II
It’s getting hard but I stand and fight
Believing you saying my future is bright
Faith of a must to see just gave me light
The urge is strong but I’m stronger, right?

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 III
Look at the stars for some confirmation
I know my soul needs some restoration
And I gave my pain up to YOU.
What do you want me to do

RUBRIC
Key Points 4 – Excellent 3 – Very 2 – Good 1- Fair Score
to Consider good
Meaning and ___Poem is ___Poem is ___Poem is ___Poem is not
Originality very creative creative and not quite creative and
and is original. original. Ideas creative and original. Ideas
Ideas and and emotions original. Ideas and emotions
emotions are are and emotions are not
uniquely expressed. are vaguely expressed.
expressed. expressed.
Sensory ___Details, ___Details, ___Details, ___Details,
Details images and images and images and images and
emotions are emotions are emotions are emotions are
vivid and are vivid and are not quite vivid not vivid and
intensely felt. felt. and are are barely felt.
slightly felt.
Form ___The poem is ___The poem ___The poem ___The poem is
complete and it is almost is not quite not complete
follows the complete and complete and and it does not
intended form, follows the somehow follow the
rhyme scheme intended follows the intended form,
and meter. form, rhyme intended rhyme scheme
scheme and form, rhyme and meter.
meter. scheme and
meter.
___Grammar is ___Grammar, ___Grammar, ___Grammar,
correct and spellings and spellings and spellings and
Grammar spellings and punctuation punctuation punctuation
punctuations errors are errors are errors are
used are also minor and major but the major and the
correct. tolerable. thought is still thought is not
understood. understood.
Total

How was your experience in rating the poem? Was it comprehensible? Was it
confusing? Say something here.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 That was a remarkable start!

Now, let us try presenting a poem in a different form as you do the next
activity.
ACTIVITY 3– EXPRESS ME

Directions: Show your own presentation of the poem “Painful Truth.” Choose one of
the options below and upload your output in our class Facebook group.

1. Make a rap out of it with music background.

2. Make a poster of the poem and make a background design which you
believe represents the poem.
3. Make a song out of it, sing and record it.

Do a self-assessment of your output, fill out the rubric table below to check
your score. Also, do a peer-assessment; you may send your output to a friend and
ask him or her to rate your output using the same rubric. Enjoy!

RUBRIC
Key Points to Consider 4 – Excellent 3 – Very 2 – Good Score
good
Clarity of Message ___The ___The ___The
message message message
expressed in expressed in expressed in
the output is the output is the output is
clearly slightly not clearly
understood. understood. understood.
Creativity/Originality ___The output ___The output ___The output
is a product of is somewhat a is not a
creativity and product of product of
it shows creativity and creativity and
originality. it slightly it shows no
shows originality.
originality.

Entertainment Value ___The output ___The output ___The output

is appealing is somewhat is not
and has an appealing and appealing and
entertainment has a minimal has no
value. entertainment entertainment
value. value.
Total

That was an awesome work!

Let us go deeper in understanding our new lesson.

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 What is It

Earlier in our lesson, you evaluated a video and assessed a poem by using the
given rubric and afterwards you presented it in a different form. In your own simple
way, you were able to produce an adaptation of the poem when you transformed it
into a rap, a song or a poster. You also made a self-assessment and peer-assessment
of it using the given criteria.
Let us keep going then. Know more about the lesson as you read the following
facts and information:
1. Literary adaptation is the adapting of a literary source (e.g. a novel, short
story, poem) to another genre or medium, such as a film, stage play, or video
game.

Have you watched the following movies?

Do you know that all these movies are adaptations? Why? It is because
they were all novels/books and were adapted to a movie using ICT and
multimedia skills, from one genre to another.

If you are to make a music video based on a short story or poem, then you
also do an adaptation of a literary text. You can also make a representation of
video games, or a recorded song and many more on your own. Probably by this
time, you can already make adaptations from what you have watched and listened
to. In this lesson you will be given the privilege to make your own adaptation and
rate your own work.

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2. A Literary Text is a piece of written work, such as a book or a poem, a
commentary, story review or a short story. Its primary function as a text is
usually aesthetic, but it may also contain political messages or beliefs.

Observe what is written at the lower left side of the poster below, it reads: “At
the Big Bad Wolf Book Sale.” That would tell you that it is a literary text,
specifically, a novel.

What books or short stories have you read? How about songs? They are
all literary texts.

What if you are asked to make a music video of the book, how will you
do it?

3. Peer assessment is the assessment of students' work by other students of the

same status. Students often undertake peer assessment with formal self-
assessment.

In peer assessment, the assessor may consider the efforts exerted by the
author, maker or writer. On the other hand, the result of the assessment must
also be respected and recognized by the author, maker or writer for self-
improvement. Both may do reflections by exchanging constructive feedbacks
together.

Peer Assessment is valuable in helping students to learn from each

other by listening, analyzing and problem solving. It gives students the
opportunity to encounter diversity in different ways, critique and judge and be
responsible for their own learning.

One example of this is the yearly awarding of a Leadership Award for

Grade 6 pupils, Grade 10 and Grade 12 students. There are standard criteria for
this award. Teachers and club advisers give their evaluation.
Peers/classmates’ feedbacks are also considered in the evaluation. This
is based on DepEd Order No. 36, s. 2016 on Policy Guidelines on Awards and
Recognition for the K to 12 Basic Education Program.

Table 3 shows the set of criteria and weights that will be used by advisers
and peers in the evaluation and deliberation process. Schools may opt to add
more indicators based on the decision of the Academic Chairman. Candidates

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will be evaluated by at least 30% of their peers (group, team, class, or club mates)
as well as their class or club advisers. Only those learners who have met at least
90% of the criteria on the next page shall be awarded.

Table 3. Leadership Award Criteria & Weight

Weight
Criteria Advisers Peers
1. Motivational Skills (40%)
a. Communicates effectively
b. Shows initiative and responsibility
c. Engages group and/or club mates to 24% 16%
participate actively
d. Establishes collaborative relationships
e. Resolves conflicts
2. Planning and Organizational Skills
(40%)
a. Plans and designs relevant activities for the
class, club and/or school
b. Implements planned activities effectively 24% 16%
and efficiently
c. Monitors implementation of plans and tasks
d. Manages and/or uses resources wisely
Contribution to the School and/or
Community (20%)
Renders service and/or implements 12% 8%
activities relevant to the school population
and/or community
Total 60% 40%

Have you tried evaluating your peer during your elementary and high
school days? Maybe, it is the other way around because you were the one who
was evaluated.

A reality show is a concrete example of an event that uses assessment.

However, the contestants and the judges are not peers. This example is given
just to make you grasp even further what assessment is. The judges of a reality
show choose the participants who have great singing voice quality, if it is a
singing contest. They do not pick the winners based on their whims or personal
choices, instead they use particular criteria.

What reality shows do you watch? It is the fad nowadays. We see them
not just in our locality but all over the world.
If you were one of the judges of a certain singing audition show and you
were tasked to make your own criteria, how would you do it?

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 Here is an example of my own simple criteria for a singing contest:

Voice Quality: 70 pts

Diction: 10 pts
Clarity of Message: 10 pts
Entertainment Value: 10 pts
Total - 100 pts

REMEMBER! It is important to have criteria or rubric to rationally judge or

assess a certain performance or work.

The following are the advantages and disadvantages of Peer Assessment

according to Chan, 2010.

Advantages of Peer Assessment

• Encourages students to critically reflect each other’s work

• Encourages students to be involved in the assessment process
• Helps students develop their judgmental skills when they assess the work
of other group members
• More feedback can be generated by students compared to one or two
teachers
• Reduces the time and workload of marking for teachers
• Discourages the problem of free rider because students tend to put extra
effort to perform better in front of their peers
• Maintains the fairness of assessment because everyone has the chance to
assess each other
• Helps students to criticize, evaluate and apply other generic skills during
the process
• Helps students to learn more from each other’s work

Disadvantages of Peer Assessment

• Peer pressure and friendship can influence the reliability of grades given
by students
• Students may have a tendency to give everyone the same mark (for
example, there may be agreement in return for good grades)
• Students are not experienced in assessing each other
• Students may cheat in collaboration for group assignments
• Fair assessment may not be determined because extrovert students are
mostly good in the actual output

In this lesson, you are going to assess an adaptation of a poem to a

music video using ICT and multimedia. You will try to evaluate the work of
your peer or classmate. Our goal as educators is to teach you to be critical,
fair and evaluative.

4. Self-assessment is a process where students are taught to assess their

performance against pre-determined standard criteria and it involves the
students in goal setting and more informal, dynamic self-regulation and self-
reflection.

15
 Do you do reflections? For
example, after saying or doing
something, you ask yourself, “Did I say
the right thing?” or “Did I do the right
thing?”

Some of you keep diaries or

journals; you record your own thoughts
and feelings, and sometimes even your
regrets. Why? It is because you do
evaluation, a self-assessment.

When you do a project or a

requirement, especially when it is a
performance, you assess first your
work. You examine it if it meets what
the criteria or rubrics require.

This could be the hardest

because sometimes it is difficult to
see our own flaws, but with the given required rationalized criteria, you can
objectively judge your own work.

Supposing you are a contestant in a certain blind singing audition and

while practicing you keep in mind the criteria as your guide. How would you
assess your performance? Will you be honest enough to admit your
weaknesses and strengths?

Here are the advantages and disadvantages of Self-assessment

according to Chan, 2010:

Advantages of self-assessment:

• Encourages students to critically reflect their own learning progress and

performance
• Encourages students to be more responsible for their own learning
• Helps students become autonomous learners
• Helps students be more aware of their weakness and strength
• Helps students develop their judgmental skills
• There is no peer pressure when students evaluate themselves

Disadvantages of self-assessment:

• Self-assessment can be subjective because students may not be sincere

and may even over-evaluate their own performance
• Time consuming for students
• Students may not be familiar with the assessment criteria.

Our goal is to combat the disadvantages. You will try your best to be objective
and be familiar with the criteria. The good thing is that the advantages outweigh the
disadvantages. You will receive more benefits in doing this.

16
 Remember this!

Self and peer assessment can help promote learning by establishing an environment
that could engage students and help them develop a sense of internal responsibility for
their own learning (Yorke & Longden, 2010)

By this time, you now have a clear understanding of the terms: Literary Adaptation,
Literary Text, Self-assessment and Peer Assessment.

What’s More

Be a judge this time! In this activity, you will be given the opportunity to
make your own criteria in evaluating a contest.

ACTIVITY 4 - JUDGE ME!

Directions: Take the role of a judge in a contest. Make your own criteria for
judging by completing the judging sheet below. Choose one from the following
contests:

1. Solo Singing Contest

2. Group Dance Contest
3. Speech Choir
4. Poem Interpretation
5. Extemporaneous Speaking
6. Song Interpretation

JUDGING SHEET FOR ____________________________ (your contest)

CRITERIA: POINTS

_______________________________________: ___________pts.

_______________________________________: ___________pts.

_______________________________________: ___________pts.

_______________________________________: ___________pts.

_______________________________________: ___________pts.
TOTAL: 100 PTS.

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 What I Have Learned

Commendable output there ! You were able to make your own criteria. Let
us see how you appreciate the significance of this lesson.

Directions: Answer the following questions briefly and meaningfully:

1. What do you think is the importance of self-assessment?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What about peer-assessment? Is it helpful? Why did you say so?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Is it important to have a criteria in assessment?

_______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Do you agree that making an adaptation of a literary text deepens your

understanding of the literary work? Why? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

18
Rubric for the essay:
Criteria 5 4 3 Score
Excellent Very Good Good
Content Incorporates Slightly Did not
relevant course Incorporates incorporate
content into relevant course relevant course
responses; uses content and content and
relative information information into information into
from case in responses. responses.
response.
Understanding/ Demonstrates deep Demonstrates Did not
Application understanding of understanding of understand the
the lesson. the lesson. lesson.
Grammar and Response has no Response has Response has
Mechanics mechanical, minor major
grammatical writing mechanical, grammatical
errors. grammatical writing errors.
writing errors.
Total

What I Can Do

How can you help your barrio, city or country during this pandemic
season in your own little way through a poem or music video?

ACTIVITY 5 – ‘SIMPLY ME’

Directions: Search for a poem (or make one if you can) which describes our
situation now, and write it on the lines provided. Answer the question that
follows.

A. Poem
_________________________________
(Title)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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What made you choose or write this poem? Why do you think this could
somehow ease the burden brought by the pandemic?

___________________________________________________________________________
___________________________________________________________________________

Directions: Search for a music video that lifts the spirit of the Filipinos during
this pandemic,( make sure you have assessed it) and post it on our class FB
wall. Don’t forget to put the lyrics and the link below.

B. Music Video

1. Post the link here

___________________________________________________________________________
2. Write the lyrics here

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What made you choose this song? Why do you think this could somehow
ease the burden brought by the pandemic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________

Excellent Choice! Anyone, regardless of age, can contribute for the

betterment of the community.

20
 Assessment

ACTIVITY 6. THIS IS IT!

Directions: Make an adaptation of a poem using multi-media and ICT skills. Assess
your own work using the given criteria below. After the self-assessment, you will
also ask a classmate to assess the same video using the same criteria.

Follow the guidelines below:

1. Produce a 3-minute or 180-seconds music video by interpreting the poem,

The Martyr, by Nick Joaquin.
2. Upload your video in our FB group or in YouTube and share the link to our
class FB group. ( Ask your teacher for further instructions.)
3. Assess your own work using the given rubrics below.
4. Let a classmate assess your work using the same rubrics.

The Martyr
By: Nick Joaquin

Being in love means never having to say you’re

sorry
After all, at some point in your life
That love was the most important thing to
you,
That love might be the one that you hoped
would last forever,
That love made you believe that destiny does
exist,
And that love made you question,
Why you were afraid to fall in love in the first
place.
At that time in your life,
Everything just seemed so perfect,
Everything seemed so beautiful,
Everything seemed to glow for you,
And you were my everything.
I wouldn't even think twice about sacrificing my own happiness for yours,
I was even willing to bare up this walled but crumpled heart of mine,
Just so I could be with you.
All I ever did was care for you.
All I ever did was to make you happy.
And all I ever did was love you.
Being in love means never having to say you’re sorry
But I needed to ask forgiveness from the one who was hurt the most…Myself.

Source: 21st Century Literature from the Philippines and the World by: Solmerano, Ondevilla,
Palencia, Jerusalem, Cruz,2017)(photo taken from public domain, free of copyright)

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Rubrics for Self- and Peer Assessments
Key Points to 20 15 10 Score
Consider (Excellent) (Very good) (Good)
Message/ ___ Message is ___ Message is ___ Message is
Content clear, the content somewhat clear, the not clear, the
is accurate and content is somewhat content is not
the video is accurate and the accurate and the
presented in a video is presented in a video is not
logical sequence logical sequence presented in a
logical sequence
Production ___ The visual ___ The visual images ___ The visual
quality images demonstrated images did not
demonstrated relevance to the. demonstrate
excellent relevance music and/or lyrics relevance to the
to the. music music and/or
and/or lyrics lyrics

Creativity ___ exhibits an ___ exhibits a very ___ Was not able
/Originality excellent showcase good showcase of the to showcase
of the students’ students’ own work, students’ own
own work, perspective, and work,
perspective, and shows creativity perspective, and
creativity through through personal creativity.
personal experiences and
experiences and thoughtful
thoughtful observations based
observations from the adapted
based from the poem
adapted poem
____Continuity, ____Continuity, ____Continuity,
Organization timing, video timing, video effects timing, video
effects and and impacts are effects and
impacts are established impacts are not
excellently clearly
established established
Entertainment ___The video is ___The video is very ___The video is
value excellent, filled good, has some wit good, has a bit of
with wit and fun to and fun to watch. wit and somehow
watch. fun to watch.
Total

Reflection:
1. Do self-assessment and peer assessment differ somehow?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How did you rate yourself? What about your peer’s assessment of your
adaptation? Comparing the scores, were the points close? What are your
thoughts? Share something here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

22
 Additional Activities

Excellent Work! You are finally done with the first quarter lessons of
this subject. For more meaningful task, do the activity below.

Activity 7 – FINAL COUNTDOWN!

Using the given criteria below in assessing an adaptation of a poem,
analyze and rate the Filipino Contemporary poem ‘Beyond Forgetting’
written by Rolando Carbonnel, adapted by Atty. Romy Macalintal in 2014.

Search for the video online and see how it was adapted. Write the link
you watched here: ______________________________________________________

Beyond Forgetting
By: Rolando Carbonnel

( photo taken from public Domain, free of copyright)

For a moment I thought I could forget you.

For a moment I thought I could still the restlessness in my heart.
I though the past could no longer haunt me – nor hurt me.
How wrong I was!
For the past, no matter how distant, is as much a part of me as life itself.
And you are part of that life. You are so much a part of me — of my dreams, my
early hopes, my youth and my ambitions – that in all tasks I can’t help
remembering you.
Many little delights and things remind me of you. Yes, I came. And would my
pride mock my real feelings? Would the love song, the sweet and lovely smile on
your face, be lost among the deepening shadows?
I have wanted to be alone. I thought I could make myself forget you

23
 In silence and in song… And yet I remembered.
For who could forget the memory of the once lovely, the once beautiful, the once
happy world such as ours?
I came because the song that I kept through the years is waiting to be sung. I
cannot sing it without you. The song when sung alone will lose the essence of its
tune, because you and I had been one.
I have wanted this misery to end, because it is part of my restlessness. Can’t you
understand? Can’t you divine the depth and tenderness of my feelings towards
you?
Yes, can’t you see how I suffer in this even darkness without you?
You went away because you mistook my silence for indifference. But silence, my
dear, is the language of my heart.
How could I essay the intensity of my love when silence speaks a more eloquent
tone? But perhaps, you didn’t understand…
Remember, I came, because the gnawing loneliness is there and will be lost until
the music is sung, until the poem is heard, until the silence is understood…until
you come to me again.
For you alone can blend music and memory into one consuming ecstasy. You
alone…

Rubrics for self- and Peer Assessments

Key Points 20 15 10 Score
to Consider (Excellent) (Very good) (Good)
Message/ ___ Message is clear, ___ Message is ___ Message is not
Content the content is somewhat clear, the clear, the content is
accurate and the content is somewhat not accurate and
video is presented in a accurate and the video the video is not
logical sequence is presented in a logical presented in a
sequence logical sequence
Production ___ The visual images ___ The visual images ___ The visual
quality demonstrated demonstrated relevance images did not
excellent relevance to to the. music and/or demonstrate
the. music and/or lyrics relevance to the
lyrics music and/or lyrics
Creativity ___ exhibits an ___ exhibits a very good ___ Was not able to
/Originality excellent showcase of showcase of the showcase students’
the students’ own students’ own work, own work,
work, perspective, perspective, and shows perspective, and
and creativity through creativity through creativity.
personal experiences personal experiences
and thoughtful and thoughtful
observations based observations based
from the adapted from the adapted poem
poem
____Continuity, ____Continuity, timing, ____Continuity,
Organiza- timing, video effects video effects and timing, video effects
tion and impacts are impacts are established and impacts are not
excellently established clearly established
Entertain- ___The video is ___The video is very ___The video is
ment value excellent, filled with good, has some with good, has a bit of
wit and fun to watch. and fun to watch. with and somehow
fun to watch.
Total

24
25
What I know
1. D
2. A
3. B
4. C
5. D
6. D
7. B
8. True
9. True
10. True
11. False
12. True
Answer Key
References
Book

Solmerano, T. M., Ondevilla, MK R., Palencia, V. L., Jerusalem, V. L., Cruz, J. Q.

(2017) 21st Century Literature from the Philippines and the World, 2 nd
Edition. Manila: Fastbook Educational Supply Inc. p.95.

Websites
Abdu, Ndoye (2017). Peer/Self Assessment and Student Learning. Retrieved from
URL https://files.eric.ed.gov/fulltext/EJ1146193.pdf

Calubayan, Francis. (2017, August 9). What is the Definition of a Literary Text.
Retrieved from URL https://www.scribd.com/document/355884078/What-
is-the-Definition-of-a-Literary-Text

Chan C.(2010) Assessment: Self and Peer Assessment, Assessment

Resources@HKU, University of Hong Kong [http://ar.cetl.hku.hk]: Available:
Accessed: May 28, 2020

Department of education division of Antique. (2018, December 4). DLP in 21 st

Century Literature from the Philippines and the World. Retrieved from URL
https://lrmds.deped.gov.ph/detail/13747

Keith, Caleb J. (2019). Faculty Members Use of Learner-Centered Instruction at

Institutions in the United States. Retrieved from URL
http://www.isetl.org/ijtlhe/

Tabanera, Lily Grace. (2019, August 28). 5 Popular Filipino Romantic Films that You
can Read as Books. Retrieved from URL
https://www.cosmo.ph/entertainment/romance-films-novel-screenplay-
adaptations-a2520-20190828

University of New South Wales. (2019, February 28). Student Peer Assessment.
Retrieved from URL https://teaching.unsw.edu.au/peer-assessment

Videos
Factor, William Jr. (2014, January 23). Beyond Forgetting by Rolando
Carbonnel (as Interpreted by Atty. Romy Macalintal). {Video}. Youtube.
https://www.youtube.com/watch?v=AYv9hTlKtck

IxD Online;UCSD & Coursera. (2013, March 27). Peer and Self- Assessment: How
and Why. {Video}. Youtube.
https://www.youtube.com/watch?time_continue=71&v=20XYA-
T2qms&feature=emb_logo

NFrealmusic. (2017, January 27). NF How Could You Leave Us. {Video}. Youtube.
https://www.youtube.com/watch?v=wOzQMCyPc8o

The Voice Teens Philippines. (2020, February 16). Isang Manlapaz – Isang Linggong
Pag-Ibig/Blind Audition/The Voice Teens Philippines 2020. {Video}. Youtube
https://www.youtube.com/watch?v=ywCEJp8wM3w

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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